We will continue our Geometry Unit. 

In this unit, your student will learn about two- and three-dimensional  

shapes. The lessons address sorting and describing shapes, joining shapes to  

make new shapes, and taking apart shapes.  

The vocabulary words for this chapter are: two-dimensional shape, vertex,  

side, trapezoid, rhombus, three-dimensional shape, curved surface, flat  

surface, rectangular prism, and edge.  

There are many ways to have fun reviewing what your student is learning about 

two- and three-dimensional shapes. Try some of the following ideas. 

• Point out examples of various shapes in the real world and ask your  

student to use the math vocabulary to describe the shape. For  

example, point out a yield sign. Ask, “What shape is that? How many  

straight sides does a triangle have? How many vertices?” Contrast the 

two-dimensional triangle with a three-dimensional traffic cone. Ask,  

“How are the shapes similar? How are they different? How many flat  

surfaces does a cone have? How many vertices? How many curved  

surfaces?” 

• Make a game of incorporating the vocabulary in this chapter into your  

conversations. For example, refer to the round trash can as the “trash  

cylinder” or the soccer ball as the “soccer sphere.” You can even  

incorporate these words into your next game of “I Spy.” 

• Collect examples of the three-dimensional shapes, such as soup cans,  

tissue boxes, and ice cream cones. Sit where your student cannot see  

your items and use them to build a structure. Then, describe your  

structure and have your student try to build an identical structure  

without looking at yours. For example, set a box of tissues on top of  

two soup cans. Say, “There are two cylinders beside each other. A  

rectangular prism is on top of them.” Then compare structures to see  

if they look the same. 

By the end of this chapter, your student should feel confident with the  

learning targets and success criteria on the next page. Encourage your  

student to find other examples of the shapes in this chapter.  

Have a great time learning about two- and three-dimensional shapes together 

Math 

This week, we will be starting our unit on telling time.  

In this chapter, your student is learning to tell time to the hour and half hour. We will start using only hour hands on an analog clock, then we will use the minute hand. Later, we will use digital clocks.  

The vocabulary words for this chapter are:  

analog clock, hour hand, hour, o’clock, half hour, half past, minute hand, minute, and digital clock. 

Here are a few situations that you can use to practice telling time.   

• Guide your student to number a paper plate to look like the face of a clock. Start with 12 and 6, then label 9 and 3, and finally fill in the numbers between. Cut out hour and minute hands from paper and attach them to the clock using a metal brad or paper clip. Ask your student to show a given time on the clock. For example, say, “You have a piano lesson at 4 o’clock. Show the time on your clock.” Ask your student to explain how to set the clock. If your student confuses the hands, point out that “minute” is a longer word than “hour,” and relate this to the fact that the minute hand is longer than the hour hand. 

• When getting ready for school, have your student watch the clock for given times. For example, say, “We need to eat breakfast at 7 o’clock. What will the clock look like at that time?” Then have your student tell you when the clock shows the given time. Repeat with other times, such as the time your student needs to leave the house.  

• Throughout the day, ask your student to look at the clock and tell the time, then explain how he or she knows the time (to the hour and half hour only). If reading an analog clock, have your student tell what the time would look like on a digital clock, and vice versa.  

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for clocks and tell the time.  

Have a great time practicing telling time together! 

Math 

This week, we will continue chapter 10, Measurement.  In this chapter, your student is learning to compare and measure lengths of objects. The lessons address ordering objects by length, comparing the lengths of two objects using a third object, using like objects to measure length, and solving word problems that compare lengths.  

The vocabulary words for this chapter are: shortest, longest, length, measure, length unit, and inch.  

There are many situations where you can practice measuring and comparing lengths. Look for opportunities to reinforce these skills while playing with your student! As you and your student spend time together, use his or her toys, games, and art supplies to practice math skills. Use the following strategies to involve your student:  

• When playing a game, have yourstudentcompare the lengths of the objects involved. For example, ask, “Is the game card or the spinner longer? Is the board longer or shorter than the game money?”  
• When drawing or coloring, select three objects, such as threecrayons, ora marker, a paintbrush, and a colored pencil. Ask your student to order the items from longest to shortest or shortest to longest. Ask your student to explain how he or she determined how to order the objects.  
• While playing with toys, choose three items. Compare two of the items to a third, then have your student compare the first two. For example, say, “The toy drum is shorter than the flute. The xylophone is longer than the flute. Is the toy drum longer or shorter than the xylophone?” 
• Use a small item, such as a toy car, number cube, or playing card, to measure the length of other toys. First, have your student estimate the length of the toy in terms of the smaller item. Then, have him or her measure to find the length. For example, ask, “About howmany cards long do you think the teddy bear is?”Then, line up cards side by side beside the bear without gaps or overlaps. Count to find how many cards in length the bear is.  

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to compare and measure lengths, such as measuring clothing items, snack items, or plant leaves. Have a great time practicing measurement! 

Dear Family, 

In this chapter, your student is learning to compare and measure lengths of objects. The lessons address ordering objects by length, comparing the lengths of two objects using a third object, using like objects to measure length, and solving word problems that compare lengths. The vocabulary words for this chapter are: shortest, longest, length, measure, length unit, and inch. There are many situations where you can practice measuring and comparing lengths. Look for opportunities to reinforce these skills while playing with your student! As you and your student spend time together, use his or her toys, games, and art supplies to practice math skills. Use the following strategies to involve your student:  

• When playing a game, have your studentcompare the lengths of the objects involved. For example, ask, “Is the game card or the spinner longer? Is the board longer or shorter than the game money?” 
• When drawing or coloring, select three objects, such as three crayons, ora marker, a paintbrush, and a colored pencil. Ask your student to order the items from longestto shortest or shortest to longest. Ask your student to explain how he or she determined how to order the objects.  
• While playing with toys, choose three items. Compare two of the items to a third, then have your student compare the first two. For example, say, “The toy drum is shorter than the flute. The xylophone is longer than the flute. Is the toy drum longer or shorter than the xylophone?” 
• Use a small item, such as a toy car, number cube, or playing card, to measure the length of other toys. First, have your student estimate the length of the toy in terms of the smaller item. Then, have him or her measure to find the length. For example, ask, “About how many cards long do you think the teddy bear is?” Then, line up cards side by side beside the bear without gaps or overlaps.Count to find how many cards in length the bear is. 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to look for other opportunities to compare and measure lengths, such as measuring clothing items, snack items, or plant leaves. Have a great time practicing measurement! 

Math 

This week, we will continue with Chapter 8, adding and subtracting tens using mental math strategies.  

In this chapter, your student is learning to add and subtract tens. Students will begin by finding 10 more or 10 less than a number  They will then add and subtract tens using various strategies including number lines, quick sketches, and using addition to subtract.  

The vocabulary phrase associated with this chapter is open number line.  

• To practice adding and subtracting tens with your student, use everyday items found in packages that contain multiple items, such as straws, paper clips, or toothpicks. When you notice such a package, either at home or while shopping, ask questions like these.   

• To practice using mental math to find 10 more or 10 less, have your student find the number of items in the package. Then ask, “How many crayons are in that box? What is 10 more than that number? What is 10 less than that number?”   

• Show your student the number of items, then say that you need a certain multiple of 10 more (20, 30, 40, etc.), not exceeding a total of 100. For example, point out that there are 12 eggs in a carton. Ask, “How many eggs would there be if I bought 50 more?” Encourage your student to explain the strategy used to find the total. Repeat, using subtraction. Say, “There are 75 beads in this package. If we use 30 for a project, how many will be left? What if we use 60?”   

• To reinforce the connection between addition and subtraction, ask your student what addition equation can be used to solve a subtraction problem. Ask, “There are 60 party cups in this package. We need 20 for tomorrow’s picnic. What addition equation can you use to find how many cups will be left?”  

•  Model other scenarios and have your student discuss how to use an open number line, quick sketch, or mental math to find the sum or difference.  

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to practice adding and subtracting tens. Have a great time adding and subtracting tens 

Dear Family,  

In this chapter, your student is learning to add and subtract tens. Students will begin by finding 10 more or 10 less than a number  They will then add and subtract tens using various strategies including number lines, quick sketches, and using addition to subtract.  

The vocabulary phrase associated with this chapter is open number line.  

• To practice adding and subtracting tens with your student, use everyday items found in packages that contain multiple items, such as straws, paper clips, or toothpicks. When you notice such a package, either at home or while shopping, ask questions like these.   

• To practice using mental math to find 10 more or 10 less, have your student find the number of items in the package. Then ask, “How many crayons are in that box? What is 10 more than that number? What is 10 less than that number?”   

• Show your student the number of items, then say that you need a certain multiple of 10 more (20, 30, 40, etc.), not exceeding a total of 100. For example, point out that there are 12 eggs in a carton. Ask, “How many eggs would there be if I bought 50 more?” Encourage your student to explain the strategy used to find the total. Repeat, using subtraction. Say, “There are 75 beads in this package. If we use 30 for a project, how many will be left? What if we use 60?”   

• To reinforce the connection between addition and subtraction, ask your student what addition equation can be used to solve a subtraction problem. Ask, “There are 60 party cups in this package. We need 20 for tomorrow’s picnic. What addition equation can you use to find how many cups will be left?”  

•  Model other scenarios and have your student discuss how to use an open number line, quick sketch, or mental math to find the sum or difference.  

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to practice adding and subtracting tens. Have a great time adding and subtracting tens 

Math 

We have finished Chapter 7 in our math unit. For the next week, we will be reviewing what we’ve learned so far, including: 

• Place value 

• Comparing numbers 

• Basic addition and subtraction 

• Counting by ones 

• Counting by tens 

This review will help reinforce key skills before we move on to the next unit. 

If you would like us to send extra practice for your child over the break, please let me know! 

Math 

This week, we will start chapter 7 in our Big Ideas Curriculum.   

In this chapter, your student is comparing numbers within 100.  

We will use the phrases equal to, greater than, and less than.  

We will use the symbols =, >, and <.  

We will also find one more, one less, ten more, and ten less than a given number.  

The vocabulary words associated with this chapter are: compare, greater than, and less than. 

Sporting events and other games are a great place to practice comparing numbers. Your student is comparing two-digit numbers, so any two scores from 0 through 99 can be compared. 

When playing or watching a game, use the following activities. 

• Have your student identify the score of the game. Ask your student which team or player has the most points. Then ask, “How can you tell?” Remind your student to compare the tens first, then compare the ones. Encourage him or her to use the phrases equal to, greater than, and less than to compare the number of points each team or player has. You also can use this strategy when playing board games or video games together at home. 

• Have your student choose a player and tell you the number on the player’s jersey. Ask, “What number is one more than that number? One less? Ten more? Ten less?” You also can use this strategy with the number of points a certain player or team has. 

• To compare numbers on a number line, state how many points you each have during a game. Ask, “Who has a greater number of points: you or me?” Then ask, “On a number line, is your number of points to the left or to the right of my number of points?” 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other reasons to compare numbers, such as page numbers in books or distances listed on road signs. 

Have a great time comparing numbers! 

Math 

This week, we will finish chapter 6 of our Big Ideas Curriculum.   

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120. 

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.  

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120. 

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?” 

• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number. 

• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all. 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120. 

Have a great time practicing numbers together! 

Math 

This week, we will continue chapter 6 of our Big Ideas Curriculum.   

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120. 

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.  

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120. 

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?” 

• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number. 

• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all. 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120. 

Have a great time practicing numbers together! 

Math 

This week, we will start chapter 6 of our Big Ideas Curriculum.   

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120. 

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.  

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120. 

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?” 

• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number. 

• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all. 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120. 

Have a great time practicing numbers together! 

Math 

This week, we will continue chapter 5 of our Big Ideas Curriculum.   

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.  

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.  

While sharing a meal or snack, use the following activities. 

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?” 

• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed. 

• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?” 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies. 

Have a great time snacking and subtracting together! 

Math 

This week, we will begin chapter 5 of our Big Ideas Curriculum.   

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.  

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.  

While sharing a meal or snack, use the following activities. 

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?” 

• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed. 

• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?” 

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies. 

Have a great time snacking and subtracting together! 

Math 

We have finished up chapter 4 of our math unit.  This week, we will be doing a lot of review over the math units that students still seem to be struggling with.   We look forward to sharing all of their progress with you at our upcoming conferences.  

Math 

Dear Family, 

In this chapter, your student is adding numbers with sums up to 20. Your student is learning mental math strategies for adding numbers. These strategies are helping your student develop mathematical proficiency and problem solving skills.  

The vocabulary words students will review in this chapter are addend, doubles, doubles minus 1, doubles plus 1, and sum. 

 There are many situations outside of school that you can use to model adding numbers. Shopping is a great place to start! Here are a few ways to help your student practice math skills while you shop.  

• Model adding three numbers by separating the items in the shopping cart into three groups. Ask your student to count the number of objects in each group. Then ask, “How many are in each group? What is the sum of the three numbers? How can you make a 10 to add the three numbers?” 
• Show your student the coins you receive as change after paying. Have your student count the coins (10 or fewer). Ask, “How many pennies? Dimes? Nickels? What is the sum if you add these three numbers? What is double that number?” 
• To model counting on, show your student a number of items. Then tell your student that you need a specific number more (with a total less than 20). For example, “There are 9 apples in the cart. Suppose we pick up 5 more. Count on to find the total number we will have.” 
• Model other scenarios, making sure to use terms such as “doubles,” “addend,” and “sum.” By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to practice adding numbers. Enjoy shopping and learning together!